Suggested Age Range: High School + College/University
An impact campaign starts with one thing: inspiration. Here, students will watch a lineup of SIMA films curated by the educator and create an impact advocacy campaign in their schools and communities.
STEP 1 – EDUCATOR ACTION
Educator selects three to five films and screens them in class. The number of films screened can vary depending on how long the educator wants the lesson to run.
STEP 2 – COLLECTIVE ACTION
Students evaluate the films and select one film they’d like to build an impact advocacy campaign around. Based on the film they select, students should form groups and work together to execute their impact campaign.
STEP 3 – CRITICAL THINKING
Students are tasked with devising an impact campaign based on the film’s social issue that is both plausible and actionable inside their own communities. (e.g. students who select E-WASTELAND may build a campaign urging students to recycle their electronic devices and create an information resource with e-waste recycle stations positioned throughout their school/neighborhood.) After the social issue is selected, students should complete ample research on the social issue, review previous impact campaigns, and effective tactics for their campaign. Students should have a detailed plan and proposed goal prior to implementing their campaign.
STEP 4 – PRESENTATION / TAKE ACTION
Groups execute their campaigns in the community and record statistics to track success (e.g if students implemented e-waste recycle stations, how many people used them?) Lastly, a class period should be dedicated to the groups presenting their findings, including research on the social issue, strategies for the campaign, and the success of the campaign.
General Lesson Duration:
Depending on how many films are screened and the scale of the campaign, this engagement model could last several weeks, or move as quickly as one week. Students at New Roads High School in Santa Monica, CA spent an entire semester creating a campaign around their chosen film.
General Bonus Options:
Additionally, students can work together to implement their campaign on a larger scale. This can mean permanently implementing the campaign in their school or into other schools in their area. Students are encouraged to take action and contact principals or education administrators in their area to propose a plan for implementation.
- Understanding and critically evaluating a social issue
- Engaging with the ecosystem of a social issue and applying it to one’s own community
- Student collaboration
- Learning how to structure and execute an actionable campaign
- Exercising presentation and communication skills
- Learning how to mobilize a community
- Understanding and participating in democratic processes
This engagement model aligns with Global Competency standards, including:
Global competence is the capacity to analyze global and intercultural issues critically and from multiple perspectives, to understand how differences affect perceptions, judgments, and ideas of self and others, and to engage in open, appropriate and effective interactions with others from different backgrounds on the basis of a shared respect for human dignity.
- Knowledge and understanding of global issues
- Intercultural knowledge and understanding
- Analytical and critical thinking
- Ability to interact respectfully, appropriately and effectively
- Openness towards people from other cultures
- Respect for cultural otherness
- Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
- Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
- Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
- Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
This engagement model aligns with the Common Core Standards:
- CCSS.ELA-LITERACY.CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
- CCSS.ELA-LITERACY.CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCSS.ELA-LITERACY.CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- CCSS.ELA-LITERACY.CCRA.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CCSS.ELA-LITERACY.CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCSS.ELA-LITERACY.CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.